Gender is one of the systematic sources of inequality in education (Burgess and Parker, 1997). Until recently, girls fell behind boys in education. Girls’ access to education was limited and discriminatory. Education was considered the prerogative of men/boys (Ullah, 2013). Girls were disadvantaged in education as they received less teachers’ attention and limited access to higher education. Such attitude resulted in discrimination between boys and girls forcing girls to leave school early than boys and advantaged boys to continue schooling and perform better than girls. Nevertheless, data from 1990s and 2000 continue to suggest a dramatic change in education in the form of girls' outperformance. Girls are outperforming boys in education irrespective of the global north and south (Burgess and Parker, 1997; Parson and Ozaki, 2018). A number of studies concluded that girls’ outperformance and boys’ underperformance in education appears to be a global trend. This paper, after skimming and sharing the findings of many studies from different socio-cultural backgrounds across the world, asserts that the position is rather more complex than the simple statement ‘girls are now outperforming boys’. We argue that more and more studies in different contexts need to be carried out to prove the ongoing trend as established fact.